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Brinton, Bonnie; Fujiki, Martin; Asai, Naomi – Communication Disorders Quarterly, 2019
This study described the ability of five children with Developmental Language Disorder (DLD) to relate the mental states of story characters in two conditions: spontaneous story generation and in response to direct questions. Children spontaneously generated stories from wordless picture books. Subsequently, they were prompted, "What was…
Descriptors: Developmental Disabilities, Language Impairments, Picture Books, Story Telling
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Daughrity, Belinda L. – Communication Disorders Quarterly, 2019
This current study explores parent perceptions of barriers to friendship development for highly verbal children with autism spectrum disorders (ASD) in mainstream academic settings. Participants were 10 parents of school-age children with ASD in mainstream classrooms. Findings from semistructured interviews and qualitative analysis pointed to five…
Descriptors: Parents, Parent Attitudes, Barriers, Friendship
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Good, Joy E.; Lance, Dee M.; Rainey, Jacquie – Communication Disorders Quarterly, 2018
Children with language impairment frequently struggle with written language skills such as spelling. With their expertise in language, speech-language pathologists are in the position to promote the development of such skills. One way to do this is through the use of direct spelling instruction which has been shown to facilitate growth in a number…
Descriptors: Language Impairments, Direct Instruction, Spelling Instruction, Teaching Methods
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Newman, Rochelle S.; German, Diane J.; Jagielko, Jennifer R. – Communication Disorders Quarterly, 2018
This retrospective, exploratory investigation examined the types of target words that 66 children with/without word-finding difficulties (WFD) had difficulty naming, and the types of errors they made. Words were studied with reference to lexical factors (LFs) that might influence naming performance: word frequency, familiarity, length, phonotactic…
Descriptors: Accuracy, Lexicology, Error Patterns, Influences
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Okalidou, Areti; Papavassiliou-Alexiou, Ioanna; Zourna, Christina; Anagnostou, Flora E. – Communication Disorders Quarterly, 2018
Despite the trend for mainstreaming children with cochlear implants (CI), a considerable number, either with or without additional disabilities, attend schools for the deaf today. The purpose of this study was to address approaches and practices, interdisciplinary involvement, and challenges within schools for the deaf for managing the…
Descriptors: Assistive Technology, Deafness, Special Schools, Elementary School Students
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Zoski, Jennifer L.; Erickson, Karen A. – Communication Disorders Quarterly, 2017
This study investigated the feasibility of multicomponent linguistic awareness intervention on early literacy skills in at-risk kindergarteners. Seventeen students, including native Spanish-speaking English language learners (n = 10) and native English speakers (n = 7), participated in a 6-week small-group therapy program, for a total of 12…
Descriptors: Kindergarten, At Risk Students, Feasibility Studies, Metalinguistics
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Batson-Magnuson, LuAnn – Communication Disorders Quarterly, 2017
This study explores the relationship between preschool phonological and nonphonological language performance and first-grade reading performance. Data were gathered from the files of 149 students who had completed a universal kindergarten screening program in the spring prior to enrollment. Bivariate correlation analyses, Steiger's Z comparisons,…
Descriptors: Phonological Awareness, Early Reading, Preschool Children, Grade 1
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Senner, Jill E.; Baud, Matthew R. – Communication Disorders Quarterly, 2017
An eight-step instruction model was used to train a self-contained classroom teacher, speech-language pathologist, and two instructional assistants in partner-augmented input, a modeling strategy for teaching augmentative and alternative communication use. With the exception of a 2-hr training session, instruction primarily was conducted during…
Descriptors: Speech Language Pathology, Pretests Posttests, Augmentative and Alternative Communication, Special Education
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Poll, Gerard H.; Burke, Lisa; Miller, Carol A.; Fiene, Judy – Communication Disorders Quarterly, 2017
Prognostic statements are a standard component of assessments for adolescents at risk for language-learning disabilities, but there is limited evidence on the validity of prognostic indicators. In two studies, we collected measures of language ability and candidate prognostic indicators from adolescents age 12 to 13. We conducted an expository…
Descriptors: Adolescents, Language Impairments, Language Skills, Expository Writing
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Hill, Margaret S.; Wagovich, Stacy A.; Manfra, Louis – Communication Disorders Quarterly, 2017
Most vocabulary growth during the school-age years occurs incidentally. However, little is understood about the influence of language skills on word knowledge growth during reading. Using a pretest-posttest quasi-experimental design, we examined incidental word learning through reading, considering the presence/absence of supportive context and…
Descriptors: Vocabulary Development, Language Aptitude, Learning Processes, Oral Language
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O'Handley, Roderick D.; Radley, Keith C.; Lum, John D. K. – Communication Disorders Quarterly, 2016
Social difficulties represent a major area of concern in children with specific language impairment (SLI). Social skills interventions targeting communication or language skills of children with SLI have been generally ineffective. The current study tested the efficacy of a social skills intervention consisting of multiple behavioral interventions…
Descriptors: Interpersonal Communication, Language Impairments, Language Skills, Communication Skills
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Brimo, Danielle – Communication Disorders Quarterly, 2016
Researchers have established that morphological awareness is an important skill because it contributes unique variance to word-level reading and reading comprehension; however, few studies include students with reading disorders. The purpose of this pilot study was to investigate whether training morphological awareness would improve morphological…
Descriptors: Morphology (Languages), Phonological Awareness, Intervention, Pilot Projects
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Gregg, Brent A.; Sawyer, Jean – Communication Disorders Quarterly, 2015
The question of what size speech sample is sufficient to accurately identify stuttering and its myriad characteristics is a valid one. Short samples have a risk of over- or underrepresenting disfluency types or characteristics. In recent years, there has been a trend toward using shorter samples because they are less time-consuming for…
Descriptors: Stuttering, Speech Language Pathology, Diagnostic Tests, Disability Identification
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Swasey Washington, Patricia; Iglesias, Aquiles – Communication Disorders Quarterly, 2015
Young monolingual children typically demonstrate frequent tense shifting during narrative development, whereas older children maintain a consistent narration tense. Therefore, inconsistent tense usage in older children could be an indication of overall limited language skills. However, information regarding tense use in bilinguals has been…
Descriptors: Spanish Speaking, English Language Learners, Morphemes, Kindergarten
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Good, Joy E.; Lance, Dee M.; Rainey, Jacquie – Communication Disorders Quarterly, 2015
This study was designed to examine the effects of an intervention program aimed at improving reading, spelling, and vocabulary skills through linguistically explicit instruction in morphological awareness. Sixteen children, diagnosed with language impairment, participated in this study. Instruction for the experimental group focused on increasing…
Descriptors: Morphology (Languages), Spelling, Vocabulary Skills, Language Skills
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